Traditional In-Person Semester-Length (IP-SL) courses often struggle with inherent time constraints, lack of flexibility, and geographic limitations, delaying effective learning and accessibility for students. Moreover, the extended duration of the Semester-Length (SL) structure reduce focus due to engagement with multiple subjects simultaneously, increased stress, and limited timely feedback and assessment. This study evaluates the Online Real-Time Block Model (ORT-BM), an intensive online model, highlighting its potential to enhance engagement, satisfaction, and inclusivity in project-based programs like construction in higher education. Building surveying as a critical field in construction is selected as the case study since professional surveyors must stay current with rapidly evolving building codes, regulations, and sustainability practices. However, the rigid structure of IP-SL courses often leaves graduates less prepared to meet industry needs. Conducting a comparative analysis of a case study, the Bachelor of Building Surveying program (NBBS) at Victoria University, the research compares three teaching models: IP-SL (2016–2018), In-Person Block Model (IP-BM, 2019–2020), and ORT-BM (2020–2023) using Student Evaluation of Units (SEU) data and Quality Indicators for Learning and Teaching (QILT) metrics. Findings, derived from SEU and QILT, reveal that ORT-BM improves student satisfaction, accelerates course completion rates, and fosters gender equity through inclusive learning environments while enhancing accessibility for geographically dispersed and disadvantaged students. By integrating advanced digital tools like virtual site visits, ORT-BM enhances professional readiness, aligning education with evolving industry standards. Future research may explore developing hybrid models to optimize cognitive load further, improve accessibility, and enhance flexibility.

Traditional In-Person Semester-Length (IP-SL) courses often struggle with inherent time constraints, lack of flexibility, and geographic limitations, which collectively delay effective learning and accessibility for students. Moreover, the extended duration of the Semester-Length (SL) structure may lead to decreased student focus due to lengthy engagement with multiple subjects simultaneously, increased stress levels, and limited opportunities for timely feedback and assessment. This study evaluates the Online Real-Time Block Model (ORT-BM) as a solution to these issues, focusing on its ability to enhance gender equity and industry relevance while addressing the building industry's demand for a skilled and diverse workforce. Building surveying professionals must stay current with rapidly evolving building codes, regulations, and sustainability practices; however, the rigid structure of IP-SL courses often hinders this, resulting in graduates being less prepared to meet industry needs. Conducting a comparative analysis of a case study: the Bachelor of Building Surveying program at an Australian higher education institution, the research compares three teaching models: IP-SL (2016–2018), In-Person Block Model (IP-BM, 2019–2020), and ORT-BM (2020–2023) using Student Evaluation of Units (SEU) data. The findings indicate that ORT-BM significantly improves student satisfaction, supports gender equity by providing flexible learning options, and enhances accessibility. Furthermore, SEU results quantitatively demonstrate that ORT-BM's innovative strategies and utilization of digital tools have the potential to align building and construction education with rapidly evolving industry standards while addressing gender imbalances. Future research may explore developing hybrid models to optimize cognitive load further, improve accessibility, and enhance flexibility.

Resilience is critical for construction projects to cope with diverse risks and uncertainties. Inter-organizational relationship governance has been widely recognized as an important means of strengthening project resilience. However, existing research has paid limited attention to how different governance mechanisms interact and combine to enhance resilience in construction projects. Drawing on a configurational perspective, this study examines how contractual, hierarchical, and network governance jointly contribute to construction project resilience. Based on survey data from 289 practitioners, fuzzy-set qualitative comparative analysis (fsQCA) is employed to identify the governance configurations associated with high project resilience. The results reveal three configurational pathways leading to high resilience: (1) relational–structural network governance coupled with contractual governance; (2) a combination of contractual, hierarchical, and network governance; (3) relational–cognitive network governance coupled with contractual governance. These findings offer important theoretical and practical implications for understanding the role of hybrid governance in the resilience of construction projects. Theoretically, this study extends resilience research by demonstrating that contractual, hierarchical, and network governance do not operate in isolation but jointly enhance project resilience through distinct configurations. Practically, these findings offer guidance for project stakeholders to optimize and integrate governance mechanisms, thereby improving their capacity to anticipate, respond to, and manage internal and external crises.